From Resurrection to Revolution
Peter McLaren, named Outstanding Educator in America by the Association of Educators of Latin America and the Caribbean in 2013 and winner of numerous awards for his scholarship and international political activism, has penned another classic work with Pedagogy of Insurrection. One of the educators that Ana Maria (Nita) Araújo Freire credits as an architect of what has come to be known worldwide as critical pedagogy, and who Paulo Freire named his ‘intellectual cousin,’ McLaren has consistently produced iconoclastic work that has been heralded by educators worldwide as among some of the most significant commentary on the state of education. He is Honorary President of the Instituto McLaren de Pedagogía Crítica y Educación Popular in Ensenada, México, and Honorary Director of the Center for Critical Pedagogy Research at Northeast Normal University in China.
Chapter 11. Education as Class Warfare
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EDUCATION AS CLASS WARFARE
The Socialist: How is your work, broadly speaking, informed by Marxist theory?
Peter McLaren: As a Marxist, I look to Marx’s writings and to contemporary Marxist scholars to help analyze the current crisis of capitalism. And within this context I try to understand the history of education, particularly in the U.S. and in my native Canada, but also educational trends worldwide, as part of the formation of the transnational capitalist class and the transnational capitalist state. Since 1987, I have had the opportunity to speak in approximately 30 countries (many of which I continue to visit, and some of which I visit on a regular basis, such as Mexico and Venezuela), to academics, teachers and social activists and in numerous cases to form active alliances.
One of my projects has been to enlarge the scope of critical pedagogy into that of a social movement, a movement that I call “revolutionary critical pedagogy” (after British Marxist Paula Allman) in order to underline its central aim—to work towards a social universe outside of capitalist value production. I work in the area of anti-capitalist struggle and in the arena of epistemology, educating against the coloniality of power, and trying to create a pluriversal approach to indigenous knowledges through a critique of Eurocentric ← 373 | 374 → knowledge production and through working with subaltern groups who have been victims of European and U.S. imperialism. So...
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